Document Type
Article
Publication Date
Spring 2025
Abstract
Many students, particularly in middle grades, demonstrate disengagement with traditional teaching methods, resulting in decreased participation and challenges in meeting learning objectives. This lack of engagement often manifests as low motivation and a disconnect from classroom activities, especially in subjects like English. Project-Based Learning (PBL) presents a potential strategy to address this issue by fostering a more dynamic, student-centered environment. This inquiry-based research aimed to determine whether implementing a PBL project could improve student engagement and participation compared to traditional methods within a 7th-grade English classroom. Employing a mixed-methods approach, the study involved 30 seventh-grade students participating in a "Get to Know Me" PBL project. Data were collected via pre- and post-project surveys assessing student attitudes (excitement, interest, confidence) and participation, supplemented by a teacher-researcher reflective journal. Analysis revealed statistically significant increases in student-reported excitement, interest, confidence, and participation levels following the PBL intervention. Qualitative data from the reflective journal corroborated these quantitative findings, documenting high levels of genuine interest and active involvement throughout the project. The results suggest that PBL holds significant potential as an effective pedagogical approach for enhancing student engagement and participation in the middle school English classroom.